A Place of Space and Light by Marlborough College

A place of space and light

Preparing for tomorrow’s world. Development of the Newton Building and Marlborough Innovation Centre.

“Young scientists and their teachers need plenty of space and light and a temperate climate to do their best work. I believe they will have this. I hope that our new building will be a great incentive to good work.” George Turner Master, Marlborough College, 1926–39 Prize Day speech to parents, July 1933

INTRODUCTION

A CHANGING WORLD

Foreword by the Master, Louise Moelwyn-Hughes.

A series of essays and contributions which examine the changing landscape of education and the demands of the future workplace.

A PLACE OF SPACE AND LIGHT

OUR PLANS

PHASING AND FINANCE

What this initiative will offer in terms of facilities and pupil benefits.

Our architectural vision. An overview of our site. Newton Building. North and South Buildings Link Building. Innovation Centre. Landscaping.

A place of space and light

FOREWORD BY THE MASTER, LOUISE MOELWYN-HUGHES

I am delighted to introduce to you Marlborough College’s exciting new capital fundraising initiative for Science, Technology and Innovation, where the complete internal reworking of the current Science block, including the listed Newton building, will run alongside the construction of a stunning new Innovation Centre. This marrying of the old and the new will beautifully demonstrate the College’s tradition of preserving its ancient buildings while ensuring that our pupils benefit from the best, contemporary education possible. Our vision is for Marlborough to position itself as the top independent coeducational boarding school in the UK and to be recognised globally as a leading light in education. We aim to reposition the College as an academic pioneer, as it has been in decades past, while maintaining our passionate belief in the importance of the co-curricular and social aspects of an exceptional education. In an age when the workplace of the future will require an entirely new set of skills and when creativity and mental agility will prove key to success, we aim to equip Marlburians with the confidence and originality to enable them to flourish as individuals and to make a difference in the world. The ambitious building programme which reimagines the historic Newton Science building and which sees the creation of a state-of-the-art Innovation Centre, presents the most significant and ambitious project the College has undertaken in recent history.

It will meet the College’s ambition and determination to raise the bar academically, will provide the best possible facilities in which to teach and learn, and will allow Marlborough to establish itself as a leader in the dynamic and competitive arenas of Science, Technology and Innovation. Our appeal aims to raise £5.5 million and I hope you will find something within this book to encourage you to play a part in delivering a building project which will resonate for centuries to come but, possibly even more significantly, will initiate a vision for Marlborough which inspires our pupils to push the boundaries academically, will attract the very best teachers and will propel Marlborough to the forefront of the academic agenda. I see the programme as presenting boundless opportunities for our pupils, for the local community and for partnerships, and it would be an honour and a privilege if you would consider joining us on this journey.

Louise Moelwyn-Hughes Master, Marlborough College

A place of space and light

Louise Moelwyn-Hughes Master, Marlborough College

Science, Technology and Innovation are deservedly at the top of the educational agenda in the UK and globally, and Marlborough has a desire to be at the forefront of this educational movement, playing its part in equipping the next generation of young people with the skills, creativity and passion to engage in these three crucial areas knowledgeably and with ambition. We do not know what the employment of tomorrow will look like in what might be called ‘The Fourth Industrial Revolution’, but Marlborough is poised to be fleet of foot, to adapt and to be ready to approach education in a forward-thinking and innovative manner which best equips our pupils and our partners for the challenges and expectations of the future. This ambitious building and educational programme is designed to have an impact upon pupils, staff, the local community and industry in a way that Marlborough has not previously achieved and, while the buildings will be magnificent, the work which will go on within their walls will see new skills embraced, creative thinking encouraged and innovation celebrated.

THE IMPORTANCE OF INNOVATION THROUGH THE EYES OF OUR STAKEHOLDERS The articles which follow in this book have been written by supporters and friends of the College who have a particular passion for Science, Technology and/or Innovation. Some are written by world experts and others by those who know and work with young Marlburians whose lives will be tangibly changed by the creation of two new spaces which will drive forward our pupils’, our teachers’ and the College’s academic ambitions. The articles aim to engage and to inspire, and I hope that they will present a starting point for discussion with us, encouraging you to become involved. Within the articles you will find debate about the changing shape of the educational landscape which Marlborough envisages fashioning and embracing rather than fearing and reacting to. The importance of innovation is viewed through the distinct perspectives of school, university, industry, pupils, parents and women in Science as the College seeks, through this project, to engage with wider stakeholder views and to prove forwardthinking in an area which is fast paced and ever changing.

Marlborough has a distinguished record of innovation in education, including the introduction of Business Studies in schools and the creation of the modern day Mathematics curriculum. This tradition of looking forward therefore lends itself perfectly to a new era of intention and aspiration, and we approach our Science, Technology and Innovation programme with enthusiasm and tenacity. A place to learn, inspire, explore, collaborate, discover, engage, evolve, our new buildings will provide lifechanging opportunities for our pupils, for our partnership schools and for the local community.

HOW INNOVATION SHAPES DESIGN EDUCATION AT MARLBOROUGH

David Madden BEng MA Head of Design Technology

If the Innovation Centre is to be truly innovative then it should challenge the norms of Design education by trying to define what Design education looks like and how it is accessed. It should reject current trends of adapting the delivery to suit Engineering and the STEM (Science, Technology, Engineering and Mathematics) narrative as a form of academic validation. Most importantly, it should consider how to be innovative within education across all subjects and offer a place for the exchanging of alternative frames of reference. A place where the sharing of opinions and best practice leads to a transcendence from naivety and bias to a place where original ideas can take root and be acted upon with confidence. If we look at this Innovation Centre simply as a new building we limit what is a real opportunity to be at the forefront of what a contemporary education could look like, and in doing so we shy away from the real benefits that it could bring to our pupil body and also to our colleagues and the wider community. At the heart then, this is not about a facelift for a science building or a new Design Technology block that may incorporate a STEM edge that is also being championed by others. It is about creating something new and original – not knowing what that is (yet!) – and being excited by it.

Our message is that we are establishing an intellectual endeavour to define what innovation could mean to a contemporary boarding school so that it improves the quality of everything we offer and best prepares pupils for an uncertain future of tertiary options. Leading by example, we will demonstrate that innovative risk-taking is a skill to be mastered by our future generations and that this will lead to a Marlburian who embraces innovation as a part of their world view and not as a compartmentalised after-thought.

“A place of space and light is not a space where innovation happens by a few to be observed and aspired to – innovation can never be limited to the able-bodied – it’s a space where all members of the extended Marlborough community are able to come and engage with, to be innovative in any context they choose.”

A place of space and light

FORGING CREATIVE AND INDEPENDENT PROBLEM-SOLVERS

Dr Simon Flatres MSci PhD Mathematics Teacher

From the first flint tools to the latest space vehicles, engineering has been about using human imagination and ingenuity to turn raw materials into useful and often incredible machines. The ubiquity of advanced technology means that today’s pioneer has a far richer landscape to navigate, with skills in programming, computer-aided design, rapid prototyping and electronics - all essential tools. Perhaps the most significant development in recent years is the accessibility of tools once the preserve of advanced industry. 3D printers, CNC machines and powerful single-board computers are now readily available, as is access to machine learning and artificial intelligence tools. This has created an unprecedented opportunity for anyone to use technology to engage in high-level problem-solving and innovation. This shift in the landscape has put creativity, design and independent problem-solving to the forefront of what it takes to succeed in Science, Engineering and entrepreneurial endeavours in the 21st century. These soft skills are not ones traditionally encouraged in the formal teaching of STEM (Science, Technology, Engineering and Mathematics) subjects, but if we are to prepare our pupils to thrive over the coming century it is essential to do so.

It has been recognised by universities for some time that a highly effective way to develop these skills and to foster curiosity is through makerspaces: environments within which pupils can use technology to learn through exploration and experimentation. By identifying a new idea, creating a hypothesis, testing and ultimately refining a solution, pupils bring together knowledge from the entire curriculum to become natural, creative and independent problem-solvers. There is surely no greater gift that we as educators can give our pupils.

“This shift in the landscape has put creativity, design and independent problem-solving to the forefront of what it takes to succeed in Science, Engineering and entrepreneurial endeavours in the 21st century.”

“The Fourth Industrial Revolution will bring this generation of Marlburians advanced robotics and autonomous transport, artificial intelligence and machine learning, advanced materials, biotechnology and genomics. Pupils best equipped for the changing landscape will be adaptable, resilient, creative and academically curious across the piece. Those who study humanities must have excellent digital skills, just as those who focus on Science and Technology should possess excellent interpersonal skills. With the unrivalled flexibility of the proposed new Science facilities our pupils will be equipped for the ever shifting demands of higher education and work.” Guy Nobes MA (Head of Guidance) and Alys Langdale BSc MSc (Head of International University Applications)

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ENSURING A BETTER TOMORROW BY EQUIPPING OUR PUPILS TODAY

Dr Garry Doyle Head of Science BSc MSc PhD DIC CChem MRSC

There is no doubt that many of the challenges that we face presently, and those that we will continue to face far into our future, will necessitate novel solutions provided and implemented by teams who are uniquely capable and qualified in the allied fields of fields of STEM (Science, Technology, Engineering and Mathematics). We must ensure that Marlborough does its part to ensure a better tomorrow by properly equipping our pupils today. Now, more than ever before, it is our responsibility to re-imagine how science, allied with technology, is communicated to our young people. To properly equip them for their future they must move beyond a traditional, compartmentalised, understanding of the facts and principles of Biology, Chemistry and Physics. Rather, they must be introduced to, and understand, the ever-closer relationship and interplay between the classical sciences which truly reflects the position in research and development today. They must experience the necessary stimulation to grow and develop minds that are open, agile and inspired. Robust enough to meet challenge and failure head on, yet flexible enough to improvise, overcome and forge ahead undeterred. Tomorrow’s Science education should be more relevant, more tangible and more awe-inspiring, highlighting the myriad possibilities that the application of Science and Technology will bring in the future.

Only then can we truly say that we have equipped our pupils to leave this place with the confidence and the tools ready to face the uniquely challenging environment beyond our walls that will be their experience of tomorrow. This publication gives a taste of how, through re-imagining attitudes, approaches, facilities, and our surroundings, Science and Technology at Marlborough will be raised to another level, addressing not just current but also future educational challenges leading, and not simply following. Perhaps most importantly of all, we seek to catalyse a rich and genuine appreciation of, and engagement with, Science and Technology in all of their various forms. This experience will extend far beyond today’s examination specifications. Indeed, we will be more creative, progressive, innovative and forward thinking about how Science and Technology can be explored and experienced with our pupils than has ever been possible before. The stunning re-interpretation of our department, allied to the new Innovation Centre where the concepts discovered in Science will be applied, and where STEM coalesce into the tangible, uniquely acknowledges both Marlborough’s distinguished educational heritage, retaining a much loved building which generations of Old Marlburians cherish, while at the same time standing testament to our absolute commitment to moving Science and Technology at Marlborough ever forward, equipping our pupils for a future which has yet to be imagined.

SUSTAINING SCIENCE LEADERSHIP AT MARLBOROUGH

Professor Sir John Bell FRS HonFREng PMedSci Regius Professor of Medicine at Oxford University Current Parent and Member of Council

Marlborough has a proud tradition of Science scholarship, producing Nobel Laureates such as Sir Peter Medawar and distinguished scientists such as JZ Young the neurophysiologist and Sir Archibald Garrod who, as Regius Professor of Medicine at Oxford made the link between genetics and disease. The Newton Building has served the College well over many years but given the importance of science for the future of society, the time has come to redevelop the infrastructure to ensure future generations can enjoy a high quality of tuition in a modern environment. With this in mind, the College has committed to redevelop the Newton Building and also create a Science quarter for the school that embeds multiple strands of scientific activity. The most important aspect of science teaching remains the quality of teaching staff and here the College has been fortunate in attracting and retaining a cadre of outstanding teachers. The environment in which they teach does now need redevelopment. There are important themes in successful science that need consideration as this redevelopment is planned and implemented. No longer can Science be easily bottled as three basic subjects, Biology, Chemistry and Physics, with Maths contributing equally important to all three. The influence of each of these subjects on each other has now become fundamental to discovery and application in all these fields. Most of the major

developments in Biology have emerged from technologies developed by engineers, physicists and chemists. The emergence of data science has had profound implications across all science disciplines and has engaged computing scientists and statisticians. Similarly, no longer can Science be restricted to pure fundamental Science but much current interest has now been focused on Applied Science in areas such as Medicine and Engineering. The redevelopment of the Science quarter in Marlborough needs to keep these emerging principles in mind. In addition, a successful environment for science teaching should start with the principle that most of what we know and teach are at best temporary insights into phenomena which we only partly understand. The spirit of enquiry, challenge and data generation rather than simple factual transmission needs to be central to the culture of the science agenda at the College. Pupils need to be encouraged to question established facts and use insights that bridge subjects to explore the world of basic Science. They must also be exposed to experimentation at the bench, as this is the best way to convey the excitement of discovery Science, being the first to observe phenomena which open up new insights into the world around us. It is crucial to encourage and support pupils who seek to apply science to solve humanity’s problems. With this in mind the

College is proposing to build an entirely new facility to sit alongside a refurbished Newton Building for the purposes of teaching Design and Technology. This building will provide spaces for substantial design and engineering projects and will provide an exciting home for these applied science disciplines. The new Newton Building will create a new open space at the core of the building surrounded by light, refurbished space for the major Science disciplines. These will provide ample space for the requirements of the future which inevitably will shift to accommodate new tools and technologies. Digital capabilities will provide an important aspect of the new facilities, alongside small-group teaching space and laboratories. Adjacency both physically and intellectually will enable crossdisciplinarity to become a normal part of Science education. If Marlborough alumni are going to make their mark on Science and contribute to its impact on society, they must do so having experienced outstanding Science infrastructure and teaching. This new initiative for the Science and Innovation Centre at Marlborough should provide the necessary physical space to carry this essential part of Marlborough’s offering into the future.

Dr James Meredith EngD BEng(hons) AMIMechE (B2 1988–93) Project Manager – Very Light Rail, WMG, University of Warwick

“ Gaining a place to study engineering at the best universities in the UK and worldwide requires a broad range of academic and practical skills. These skills range from mechanical engineering to writing code and all help the pupil surpass expectations and achieve great things in both their degree and extracurricular work. The incorporation of the Innovation Centre at the College will provide pupils with a great way to learn by working with like-minded individuals, thereby developing the creators, innovators, and entrepreneurs of the future. The skills they learn through solving realworld problems will give them a head start at university and in their careers. They will be able to excel in their practical projects and competitions. Perhaps the greatest opportunity will come from the ability to develop partnerships with industry and universities that will eventually lead to the creation of jobs and future technologies. From my own perspective I gained an enormous amount from Design Technology at Marlborough and this is a chance to reinvent it for the 21st century and develop future inter-disciplinary technology leaders.”

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THE WORKING WORLD, AN INDUSTRY PERSPECTIVE

Richard Pembroke, (B1 1986–90) Entrepreneur, co-Founder of Matchdeck Ltd, a technology company specialising in global corporate data intelligence using machine learning and A1

“ We must provide an environment where pupils can create context and purpose for their academic disciplines by seeing how theory is given life and body when applied to a tangible business environment”

I have long held the belief that the education system and the workplace have been on a course of divergence: a linear and narrowly structured ladder of academic milestones created to support a once linear and narrowly structured career path that is now fast disappearing. As a result of this divergence a great myth has been propagated that the ‘good jobs’ are harder and harder to find and therefore it is more important than ever for schools and pupils to achieve GCSE and A level results that squeeze them into an elite university and the greatest chance of employability. What a load of tosh. The reality is that the great technology revolutions of the last 25 years – beginning with the first dotcom eruption in 1995 – have provided every generation of school and university leavers since with a dynamic and ever-changing world of almost limitless opportunity. Armed with the right tools young (and old) can carve out successful and stimulating careers as never before. But the pace of change in the workplace means that school leavers and graduates must arrive at the world of work with a deeper and more coherent understanding of the broader working world and a much greater degree of financial intelligence. Schools like Marlborough must arm their children with not only the skills to identify opportunities but tools to craft them into careers. Our young people need also to develop a more sophisticated understanding of risk. For generations entrepreneurs were tagged with being risk-takers and operating at the racy, less-secure end of the working spectrum. In the new world,

big and established carry no less risk for the average employee than little and new (and probably rarely did). We must train our school leavers and graduates to understand the many sides of risk. Does all risk come with opportunity and does all opportunity come with risk? And crucially we must provide an environment where pupils can create context and purpose for their academic disciplines by seeing how theory is given life and body when applied to a tangible business environment. And within all of this we must ensure pupils see that the characteristics of those who enjoy successful and simulating careers will be the same in a hundred years as they were a hundred years ago: the ability to see something through to a meaningful conclusion; the ability to recognise talent in others and weaknesses in yourself, the ability to make considered decisions based upon sound analysis and the ability to see new technology as an enabler not a threat. The Marlborough College Innovation Centre presents an opportunity like no other to really allow pupils to taste, feel and touch the working world. I very much hope it will not just be a centre for learning but also an incubator and hub for the growth of new and interesting businesses (OM connected or simply local). It will act as the ideal support for the newly launched Old Marlburian Angel Investment Network, a new initiative to match investors with entrepreneurs who have Marlborough connections. This initiative positions the College at the very forefront of a seismic shift in the future of education.

LIGHTING THE FIRE

Mark Durcan, (PR 1978–79) Former CEO Micron Technology and Senior Advisor to the Semiconductor Industry

William Yeats once said, “Education should not be the filling of a pail, but the lighting of a fire.” Those words have never been truer than today. We live in an innovation age where the keys to business growth, differentiation, and societal wealth creation are innovation, innovation and innovation, and where we therefore rely on the ability of our next generation to deliver exactly that. But, it does not come solely from the absorption or knowledge, but from the sparking of a passion for inquisitiveness and for lifelong learning. That is what will drive success and accomplishment for our pupils and success for our society. When I left Marlborough almost 40 years ago now, that passion for understanding and applying was (beyond the knowledge I accumulated and the friends I made), the gift I treasured most dearly from my time at the College. The world today has been transformed by the pace of scientific and technological change, and we need to invest to make sure our pupils leave with the tools and passion to drive that change over the next 40+ years. Business today moves faster and technological change affects almost all fields of human endeavour. One doesn’t have to be involved

in semiconductor development, computer technology or academic research to extract the value from Science, Technology, Engineering and Maths (STEM) proficiency. It is a key enabler in the future of medicine and health, agriculture, environmental improvements, transport, and on and on. Advanced information systems, artificial intelligence and machine learning will change our world in ways we are only just beginning to understand. Autonomous vehicles will have profound implications for transport cost, safety, the environment and how we build our cities. Advances in Biology and biomedical engineering will change our expectations for health and life expectancy. Technology supported advances in agriculture and environmental understanding will help feed the planet and deal with the challenges associated with growing populations and climate change. Businesses today need new team members that understand STEM and have a passion for using those tools, to drive them forward in meeting customers’ needs. Success will come from the deploying them to innovate and create differentiated competitive

advantages. That’s what customers are looking for, and what will grow businesses and support a healthier society. At Marlborough, we need to invest in the infrastructure that will support our pupils’ scientific learning, as well as foster the pleasure and sense of accomplishment that comes from learning how to collaborate and innovate. My advice to pupils is always to plan a career they have a passion for, but we must help spark that passion. The renewal of the iconic Newton Building and the addition of the Innovation Centre will be a major step in fulfilling that obligation to them. We will be creating vibrant and collaborative spaces for them to learn (both from their teachers and from each other) about Science and Technology, and how to take that knowledge and apply it in new and creative ways. Please join me in helping make this a reality for the College. It is an endeavour we will all be so proud of supporting, and which the pupils of tomorrow need and deserve from our great school!

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“The renewal of the iconic Newton Building and the addition of the Innovation Centre will be a major step in fulfilling that obligation to them. We will be creating vibrant and collaborative spaces for them to learn (both from their teachers and from each other) about Science and Technology, and how to take that knowledge and apply it in new and creative ways.”

INVESTING IN EDUCATION AND PREPARING OUR CHILDREN FOR TOMORROW

Gavin Tan, (B2 1981–85) Founding Director and Group CEO CellResearch Corporation

“The growth in tertiary education has intensified global competition for jobs, influence and relevance – this is the environment that young Marlburians will face when they join the workforce.“

Marlborough College is investing in a new Science, Technology and Innovation initiative. This move is strategic, visionary and in my view a fundamental necessity to prepare young minds for the challenges of tomorrow. I am a parent to young Marlburians. I am also an OM who has always been more comfortable in the fields of the Arts and Humanities. I read Law at Bristol University and pursued a career in Finance. Then in 2002, over a coffee with some friends, I cofounded and became CEO of CellResearch Corporation, a biotechnology company focused on the technology of stem cells derived from the Umbilical Cord Lining Membrane. Today, CellResearch is at the forefront of cellular therapy research and development; our scientists are working on a pipeline of drugs to treat diseases ranging from chronic diabetic foot ulcers, to Parkinson’s disease and age-related blindness. The unpredictability of life has allowed an “old economy” conservative lawyer/banker such as myself, a first-hand view of the rapid and thrilling advances in the pioneering fields of life sciences and technology, and their impact on business and the workplace.

A place of space and light

In Biotechnology, what I am seeing is remarkable. In 2017, the US Food & Drug Administration (FDA) approved Novartis’s drug Kymriah, the world’s first CAR-T cell drug where scientists harvest a patient’s T cells and modify them to recognise cancer cells in order to destroy them. For sufferers of acute lymphoblastic leukemia, Kymriah promises to be a cure - not remission - but a cure for their cancer. CellResearch’s drug Corlicyte is currently at Phase 1 US FDA clinical trial. Corlicyte takes living cord lining mesenchymal stem cells from a universal donor and uses them to reduce inflammation and trigger the regrowth of inactive blood vessels to stimulate chronic diabetic foot ulcers to heal. Diabetic foot ulcers affect 2 million patients a year in the United States and kill more people annually than prostate cancer, lung cancer and non Hodgkin’s lymphoma combined. These developments represent an enormous leap forward in healthcare and will make a big difference to many lives. In addition, advances in technology and Artificial Intelligence are overlaying advances in Biotechnology to ever accelerate developments in Science and beyond.

Put simply, this greater ability to process and communicate information is allowing innovation to sprint forward in many fields. In 1965, Intel CEO Gordon Moore famously predicted that the number of transistors in computer chips could double roughly once every two years; what he did not predict was how this exponential growth in computing power would power similar rates of evolution - or rather revolution - in many other industries. This is especially true of genome sequencing. With the advent of Next-Generation Sequencing techniques, the cost of genome sequencing has collapsed faster even than Gordon Moore’s law. In 2003, it cost over £2 billion to map a human genome, today that cost is less than £1,000. Through DNA sequencing, early identification and treatment of cancer and other diseases will revolutionise personalised medicine, gene editing and even food safety. So what does this new environment – now labelled The Fourth Industrial Revolution - mean for our children? How do we best prepare them to compete, to benefit from, and contribute to society given the enormous changes we are seeing?

When I left Marlborough in the mid-1980s, the careers that my friends and I hankered after lay in merchant banking, law, accountancy, engineering, medicine, real estate and insurance. Today the line- up has completely changed; bestpaying graduate jobs go to web developers, software applications engineers, computer game developers and programmers. Bank employee comes a distant 8th place behind network designer/architect. My sense is that in another decade, the list of top paying graduate jobs will have changed once again, and perhaps they will be in roles that have yet to be conceptualised. Leading investment banks such as JP Morgan do still offer starting salaries of USD70-100,000 per year. Whilst enticing, the rivalry for these choice jobs has become intense. In 1980, there were 177m pupils globally with a degree. By 2015 this number had ballooned to 726m and will grow further to 842m by 2020. Graduates from China and India will swell to 185m from just 22m in 1980. The growth in tertiary education has intensified global competition for jobs, influence and relevance – this is the environment that young Marlburians will face when they join the workforce.

My sense is that Marlborough’s new initiative in Science, Technology and Innovation is a terrific move. The disruption of traditional job markets and the changes to daily life made by rapid technological advances make the need to understand and adapt to technology greater than ever. Technology is becoming decentralised and democratised. In the past, all big organisations employed dedicated IT departments; in the future, we will all have to be “IT people” to some degree. We need for our children to be at the forefront of these advances. Understanding computer code should no longer be the esoteric pursuit of the technophile; it is quite literally the language that underwrites the majority of our interactions and we should teach our children to speak it as early as we can. Arts and Humanities subjects will always play an important role in education and society; advances in Science, Technology and innovation still need to be understood, processed, translated, regulated and communicated by humans. The true gift will be to allow the next generation of Marlburians the mental dexterity to better use literature, philosophy, law and art in synergy with Science.

This brings me to my last point, the importance of innovation. The study of Science and Technology has always been a core part of any secondary education, but less so innovation. Secondary school pupils generally learn about concepts and theory and the application of that theory. Experimentation is left to the undergraduate - and often times even later to postgraduate and doctorate studies. At the heart of innovation lies the ability to question the norm, to think outside the box and the ability to learn from mistakes. For generations, Marlborough College has successfully fostered “soft skills” and leadership qualities and imbued pupils with a sense of social responsibility. These skills and attributes are best harnessed for important social and economic change if they are paired with the right technical education as well as the heart to question and innovate. The magic of Marlborough’s new initiative will be to allow Arts and Humanities pupils as well as Science pupils an ecosystem in which these values may prosper.

“ Put simply, this greater ability to process and communicate information is allowing innovation to sprint forward in many fields.”

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Zac Place (CO U6) Maths, Further Maths, Chemistry and Physics Offer to study Engineering and Business and Management at the University of Pennsylvania

At the moment Marlborough is very Humanities orientated and there are fewer extension opportunities available at school for those interested in science. Equally, technology is a big part of the future for pupils of Humanities so having discussions about the morals and ethics of driverless cars within an innovation centre will also attract pupils who may have given up science subjects after GCSE. The new plans for Science will create space to research outside the curriculum and the classroom as well as encouraging more pupils to take Science subjects at A level. Having a dedicated Science library or working area will make a huge difference as it will be easier to access help from teachers and to work with other scienceminded pupils. The technology sector is such an innovative, changing and dynamic area. It is no longer about the ability to learn and retain information but developing the skills you need to adapt. Having a place which encourages exploration as well as combining different fields is much more representative of the world today because you are going to need to understand change. Theory-based learning and application will be replaced by more innovative ways to problem-solve.

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THE PUPILS’ PERSPECTIVE

“ Having a place which encourages exploration as well as combining different fields is much more representative of the world today because you are going to need to understand change.” Zac Place (CO U6)

Toby Hargrove (LI U6) Maths, Chemistry, Italian – plans to study Chemical Engineering at Bath or Trinity Dublin

Sophie Hall-Smith (NC U6) Maths, Further Maths, Physics, Chemistry Offer to study General Engineering at Durham

Sophie Herrmann (DA Sh) Design and Academic Scholar

I don’t think anyone really goes to the Science Block to do their prep or to work at other times because it isn’t seen as a place where you are encouraged to do that like the library. Pupils studying Science tend to work in their rooms so having an area where you are surrounded by Science with other pupils working on the same subjects would create a really positive environment.

STEM (Science, Technology, Engineering and Mathematics) subjects are all about communicating and sharing ideas so the plans for having a large open workspace where pupils can work together will really help to stimulate new ideas.

I’ve always been quite creative and got into making things at prep school. Ever since then I have loved designing.

What really strikes me about the plans Marlborough has for Science and innovation is that it’s a university-style space like those I’ve seen at Open Days. Those spaces really filled me with a sense of excitement for the subject and if we have something similar at Marlborough it would be hard not to be inspired. From what I know there are no other schools that plan to create an Innovation Centre so it will be quite revolutionary in a secondary school and would stand us apart academically. Careers of the future are going to be based around technology, research and development so starting pupils on that journey at school would be the first step to them enjoying those areas as a career.

Even though the school supports study beyond the curriculum the initiative to do this still has to come from the pupil. You almost have to do something out of school to get that passion. But having the great new opportunity of the Science and Innovation Centre right in the middle of the school will encourage that passion and the drive to take that forward. After taking a Headstart course last summer, during which we undertook a fantastic project to build a model of a wind turbine out of cardboard, I understood all the processes involved so much better. The plans for the Innovation Centre look exactly the kind of place that pupils need to get inspired just as I was working on this project. Looking into the future, so much is evolving and changing and new jobs are being created all the time so it is really great to know that Marlborough is keeping pace with this.

The plans look really exciting. At the moment Marlborough is quite traditional, but the Innovation Centre will add something unique that no other schools will have. It would be really cool to be given a task with a group of say five pupils with each one studying DT, Computer Science, Chemistry, Biology, Physics to see what you could come up with. I think a lot of people find collaboration difficult and you need a certain style of space to make it work successfully. My brain works best when there is light, space, cool and calm and being able to work with others is such an important skill to learn for the future. We have such an incredible Chapel with so much history and at the other end of the spectrum an ultra-modern innovation space. There will be so much at Marlborough to inspire pupils.

WISE - THE CAMPAIGN FOR GENDER BALANCE IN SCIENCE, TECHNOLOGY AND ENGINEERING, FROM THE CLASSROOM TO THE BOARDROOM

Jennifer Lane BSc Physics Teacher Ambassador for WISE

The low uptake of girls to Physics A level has driven a project run by the Institute of Physics. For decades only a fifth of pupils who take A level Physics have been girls despite girls and boys performing equally at GCSE. Interventions, led by the Institute of Physics, took place in schools between 2014 and 2016. The interventions included building confidence and resilience in girls, working with teachers of Physics to improve girls’ experiences in the classroom and working with senior leaders, governors, teachers and pupils across all subjects on gender equity and whole school culture. The interventions were compared in their effectiveness and it was found that when a whole school approach was implemented to remedy gender inequality in subject choice a greater gender balance was achieved. As a result of this project, The Institute of Physics recommended that schools take the following actions: • Appoint a gender champion • Train teachers in unconscious bias • Use data and evidence to compare individual schools’ uptake to traditionally gendered subject with the national averages • Increase pupils’ awareness and engagement • Rethink the provision of School Science Clubs. School research projects such as the Crest Awards achieve a better gender balance. The Institute of Physics trained teachers, including me, as Gender Champions to help tackle and eliminate any underlying biases within their schools. The entire Common

Room at Marlborough College has been trained in unconscious bias. It is hoped that by eliminating historical prejudices within all subjects and departments a more even spread of genders will be found in all subjects. The work done tackling gender biases in Physics would be negated if pupils were picking up on these divides in their other subjects, at break times or in their co-curricular activities. Analysis of data relating to the uptake of subjects is ongoing and pupils’ awareness and engagement is continuing to increase. The last recommended action will be largely addressed by the completion of this exciting proposed initiative. The refurbishment of the science classrooms and the development of the Innovation Centre will play a key role in the work that I am doing as a Gender Champion for Marlborough College. The project work that will become available to pupils will be a huge improvement on what we have currently. A space that will facilitate open-ended, group project work in areas such as Computer Science, engineering and robotics is an innovative, highly desirable plan for a forward-thinking school such as Marlborough College. I hope to be part of a future at Marlborough College where pupils do not feel constrained in their subject choice, due to either conscious biases or unconscious biases. A more balanced representation in Science, Technology and Engineering is imperative if our country is to continue to be a leader in these fields of industry. The only way we are going to get a more balanced representation is by encouraging all pupils, regardless of gender or anything else, to be interested in these subjects whilst at school.

A place of space and light

“HEY ALEXA, WHAT DOES THE FUTURE LOOK LIKE?”

Ed Tolputt MA MSc Former Deputy Head (Academic) and Physics Beak

In my office I have a marble run: six different routes from the top to the bottom, totalling about 50 metres of “ride”. It includes multiple consecutive loop-to-loops, funnels, a counterbalanced pivoting transfer arm, a “Death Plunge” (my own words), seesaw drops, and two battery-powered helical lifts (each with three different start/finish points). It is awesome. It was built for me by a pupil called Daniel from Transnistria, who, due to political uncertainty at home, had been allowed to remain at school during half-term. He asked for two things: a decent space in which to fiddle and tweak and tinker, and a daily delivery of popcorn. It was a project born by boredom and failure. Boredom was why he did it. And failure was how he did it. What was striking from my daily popcorn drops was the non-linearity of his progress –one day: great development, the next: he’s pulled it apart and started again. “I needed

more of a run-up for loop-to-loops, Sir, so I’m going to abandon the seesaw drops and rejig the side-arm extension”. He had the time and disposition to meander, to explore, to deviate, to waste time, to fail. And, ultimately, to succeed. To embrace learning through failure is a challenge that schools face in preparing our pupils for the future; in preparing our pupils to become resourceful and resilient, innovative and imaginative, agile and adaptable, curious and creative. Schools have a natural and important connection to the past: young adults are taught by not-so-young adults, who pass on the wisdom, knowledge and skills, that they learnt in the recent, or not-so-recent, past. The traditional model is predictable and timetabled, and relies upon discipline and compliance. There is a pre-determined agenda – there is direction – and there

is a goal. Pupils learn and then they are tested, and success is a function of test-performance. Pupils are judged against broadly similar criteria, and so are encouraged to become broadly similar. Failure is not encouraged – neither as an outcome nor as a process. And yet, without failure, Daniel wouldn’t have succeeded. Our challenge is to prepare pupils to be collaborative from within a system that requires them to work on their own; to take risks from within a system that encourages safety; to look to the future from within a system that is linked to the past; to ask good questions from within a system that only rewards good answers; to decide what they need to learn from within a system that decides for them.

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Our response to this challenge is the Innovation Centre. It will be a building where pupils come to tinker, to experiment, and to explore. Where pupils will be motivated by the desire to create and to problem-solve, and where teaching and learning will respond to the specific needs of the project. Where pupils will work in groups and learn from each other – where they will make, fail, learn, and make again. A building where pupils will be encouraged to collaborate with each other and to collaborate with other departments in the school. Where pupils will learn to communicate effectively, and to negotiate. Where pupils will be inspired to take risks and to be playful; to dare to be different. Where pupils will benefit from strong links with industry, both close to home and further afield.

An Innovation Centre built this week would be equipped with 3D printers, laser cutters, CNC milling machines, Arduinos, Raspberry PIs, and robotics. But who can predict today what will be needed to inspire tomorrow’s pupils to respond creatively to the challenges laid down by a global society that is evolving faster, much faster, than the National Curriculum? And so we won’t. If Alexa can’t tell us what the future looks like, then who can? But we must be ready to find out.

A PLACE OF SPACE AND LIGHT

Our world is changing; of that there is no doubt. We must look to, and embrace our future. And it has never been more relevant to ensure that Marlborough College offers ‘a place of space and light’ to its pupils and stakeholders. Not only to cement the reputation of Marlborough as a school that is forward looking, but to provide the very best facilities to inspire and prepare its pupils for tomorrow’s world.

A place of space and light

In 1933 Newton’s architectural vision was to create an innovative building that was described as ‘a place of space and light’. It was originally designed to encourage appreciation of the Sciences, develop a culture of innovation, inspired thinking and discovery and to ignite interest and nurture talent in Marlborough pupils.

Building on this intention, and both respecting and acknowledging the integrity of that vision, we look to the future. To ensure that our pupils are prepared for a changing world. A world where the transformative effect of Science and Technology shapes and defines the global markets, and the landscape of opportunity for this generation and generations to come. A world that increasingly demands new thinking and skills.

A PLACE TO LEARN

Flexible spaces designed to promote science, innovation and new thinking.

As a school, we have prioritised the transformation of the existing Science and Innovation teaching facilities. We also recognise that wider innovation skills will be required by our pupils to succeed in the future workplace. And so it is our vision that this initiative not only meets the needs of the core curriculum subjects, but goes beyond offering contemporary and inspiring environments that will enthuse and ignite the natural curiosities of our pupils; starting a journey with Science and Innovation that can transcend into further education and beyond.

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A PLACE TO INSPIRE

Brighter inspiring spaces create better learning environments.

A PLACE TO EXPLORE

Modular and evolving spaces where exploration is always encouraged.

To a certain extent, the future requirements of traditional classroom space and how we teach to best effect is an evolving notion; the fact is there remain some “unknown unknowns”. But we are resolute in our view that how, where and when pupils engage to spark their individual interests, is key to their engagement and future success. We must be quick to adapt; to meet the demands, trends and aspirations of further education, industry and of course our pupils.

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A PLACE TO GROW

Spaces that ignite the curiosity of boys and girls of all ages.

Whilst careers in technology related subjects may be becoming an increasingly attractive prospect for our current pupils and future generations. Curiosity lies at the heart of learning. Our ambition is to create opportunities and environments for all our pupils from an early age. Inspiring, enticing and sparking their natural interest in this fast-evolving sector.

A PLACE TO COLLABORATE

Spaces that support our collaborations with industry and other education bodies.

The doors and minds of Marlborough are open wide to collaboration. We positively encourage working with further education and industry partners. An exciting partnership with Savannah College of Art and Design in the USA, is already established which has opened up opportunities for pupils interested in creative careers.

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A PLACE TO ENGAGE

Spaces where we can welcome and engage our communities.

First and foremost, our ambition is to create a step change in the facilities available to our pupils. We believe that the impact of this initiative to the College will be both positive and substantial. But we also want to engage with our local partnership schools, creating opportunities for collaboration in the future.

A PLACE TO DISCOVER

Spaces that facilitate and promote research and development.

Providing state-of-the-art facilities for an enhanced learning experience to meet our educational ambitions is key. But beyond that, we wish to create opportunities for deeper engagement; moving into ‘super curricular’ activities, where our pupils begin to cement deep and lasting connections with Science, Technology and Innovation. Promoting research and development at all levels – including both staff and pupils – creates a culture that transcends the classroom.

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A PLACE TO INNOVATE

Spaces where innovation, creativity and new thinking are the norm.

Inspiration. Curiosity. Enjoyment. Interest. Surprise. Success. All of these emotions, we wish to offer our pupils. The boundary between the traditional Sciences, and where they meet the world of technology and wider innovation is a fast evolving space. At our heart, we simply wish to ignite that sense of exploration and innovation, no matter the subject, niche or discipline, and watch the development of each individual flourish without hindrance.

OUR PLANS

Preparing our pupils for tomorrow’s world

Marlborough College intends to equip its pupils with the skills and confidence to face the unknown challenges and expectations of the future. We want Marlborough College to be able to adapt and be prepared as far as it can be. We want to take a different approach to other schools by focusing on innovation as a contemporary educational philosophy, rather than just creating a new building. We want to be bold. Firstly, we will transform the iconic Newton Building together with the North and South wings, where we currently teach the sciences of Physics, Chemistry and Biology.

Secondly, we propose a new purposebuilt Innovation Centre on the site of the Kennet Building to accommodate the diverse and evolving disciplines of modern technologies and applied Science. The principle of a new Innovation Centre not only provides accommodation for these subjects, but also symbiotically enables the development of Science to be realised. The facilities themselves must be fit for purpose, enabling a flexibility for what the future holds, whilst remaining true to those qualities which make Marlborough such a special place to learn.

These plans will create an environment which is a bridge between the present and the future, in surroundings that are open and accessible to all. We must empower, enable and encourage the curiosity of pupils to explore and flourish, through individual and collaborative learning. After all, curiosity is the mother of innovation.

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CONNECTING OUR PAST TO THE FUTURE

Bill Nicholas BEng MSc Second Master and Chemistry Teacher

Marlborough paved the way for the uptake of science as an academic discipline in schools during the 19th century. George Cotton established a stream called Modern School in 1854, in response to parental requests to depart from the regular classes in classics “in order that they may devote themselves to special subjects connected to their future careers”, offering Natural Science alongside the likes of algebra, arithmetic, modern languages and English composition. One of Frederick Farrar’s first actions as Master was to move science from an optional subject into the mainstream in 1871, when all pupils were required to receive an hour of instruction each week. The following year, he poached the inspirational George Rodwell from Clifton as science master, whose timeless vision for science teaching was “to cultivate a certain set of mental faculties, to induce a mode of thought”, rather than promotion of any practical purposes. Perhaps this was just as well because Rodwell was notoriously under-equipped in those early

years, famously writing to the Master “please let me have a fire in my classroom on damp or wet Wednesdays or Thursdays, otherwise I fear my electrical experiments will all fail!” The first recognisable science laboratory was built in 1879. By 1932, George Turner recognised the need for proper science laboratories. Interestingly, Newton’s first set of plans were deemed too expensive and not big enough for possible expansion, prompting Turner to demand more accommodation for less money, a clever trick, explaining his vision of a building that was not so much an academic block, more an elegant factory. The Newton Building, with its radical shuttered concrete design, was built in 1933. It is no coincidence that the new building at Marlborough heralded a generation of scientists that few schools can match. Best known were Sir Peter Medawar, winner of the Nobel Prize for Medicine in 1960, Sir Arthur Bell, gynaecologist to the Royal Family and Francis Camps,

“ Modern laboratory design will reaffirm science as a contemporary subject and the heart of the building will provide attractive spaces that will draw people in, making an explicit connection with the world of STEM”. professor of forensic medicine. A further dozen, or more, OMs went on to become leaders in their respective scientific fields. The inspirational building was matched by inspirational teachers, attracted by the forward-thinking facility and approach at Marlborough. The Science Department expanded beyond the Newton Building in the ‘50s and then again in the ‘80s and the block as a whole remains a central feature of Marlburian life, with all members of the Lower School setting foot in the building every day. The demand to study a science in the Sixth Form remains high and the building is a place of bustle, served by a dedicated

A place of space and light

team of beaks and technicians, who eke out the most from every nook and cranny of its idiosyncratic design. But it is a building that does not convey a modern and dynamic sense of science in today’s world. The shape of the science curriculum has changed little over the years and it is taught in a much-loved building that, perhaps, reflects this stagnation. Modern laboratory design will reaffirm science as a contemporary subject and the heart of the building will provide attractive spaces that will draw people in, making an explicit connection with the world of STEM (Science, Technology, Engineering and Mathematics). Pupils and staff will want to spend time in this building and it will raise the profile of science across the whole community and beyond. Furthermore, the modern and flexible design will allow us to become a beacon of science teaching and, therefore, give Marlborough a voice in shaping a science curriculum fit for the Fourth Industrial Revolution, in an echo of Cotton’s philosophy when introducing his Modern School.

The arrival of the Newton Building launched a generation of Marlburians from the Thirties to achieve great things in the field of science and this project will inspire another generation. The rate of change in the technological world means that it is much harder to define what the careers of our current pupils will look like but the need to develop creative thinkers and innovative problem solvers in undisputed. The renovation of science and its close symbiosis with the Innovation Centre will provide future generations of Marlburians with a contemporary equivalent of Rodwell’s ideal, to cultivate mental faculties and a mode of thought to them to thrive and lead in the 21st century, where change is the only certainly.

OUR FUTURE FOCUS Paul Appleton Partner, Allies and Morrison

The keen pedagogical debate around Science and Technology has promoted a re-evaluation, at Marlborough, of the physical environment in which these subjects are taught. While the traditional disciplines (Physics; Chemistry; Biology; Design Technology) are still respected, the new Science and Technology departments will reflect changes not only at secondary but also at university level, preparing pupils for higher education through their experience at the College. Inspiringly, the Science Department has at its heart the Newton Building - designed by William G. Newton, which, at the time of its construction in 1933, represented the excitement of a rapidly changing subject and which still, now a listed building, provides a robust framework for 21st-century teaching.

Our proposals remove the outmoded lecture facilities which crowd the centre of the building, replacing them with a dramatic central space around which a set of bespoke laboratories enjoy, for the first time, level access for all pupils and building users. This space will be the centrepiece of a group of science buildings, arranged around a new courtyard garden which connects the listed building with its completely refurbished neighbours. Though the best of what exists is re-used, the effect will be of an entirely new science facility. Symbolically, and practically, Design Technology has been incorporated in a separate, though related, building. The opportunity to continue Marlborough’s progressive education has been taken in creating the Innovation Centre a dynamic facility designed to provide a launching point for cross-discipline thinking and education.

Acknowledging this independent status the centre’s new home occupies the place, on the entrance drive, where the College connects with the riverine landscape to its west. Two almost barn-like structures accommodate the large technology workshops, while their gables face back towards the Science Department, with whom collaboration will continue to be encouraged. Together with a connecting landscape, this group of buildings begin to define the character of the western edge of the College, while also adopting a strong formal relationship with its centre, through a series of clearly defined routes and entrances. Ultimately, the Science and Innovation Centre projects are intrinsically linked to both their place, their past and most importantly their future as part of Marlborough College’s commitment to excellence in education.

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Marlborough will shape a Science curriculum for the Fourth Industrial Revolution.

Founded in 1984, Allies and Morrison is an internationally renowned and award-winning architecture practice based in London, Cambridge and Dublin. They have twice been shortlisted for the Stirling Prize and 41 of its completed projects have won RIBA Awards. Marlborough College appointed Allies and Morrison to develop designs for the Newton Building and Innovation Centre in 2018, having worked with them previously when they designed the new girls’ boarding house, Dancy, which opened in September 2018.

AN OVERVIEW OF OUR SITE ARCHITECTURAL CONNECTIVITY

INNOVATION CENTRE

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NEWTON BUILDING

LINK

NORTH & SOUTH BUILDINGS

“ We have developed a scheme which allows for future landscaping - as part of a masterplan - to create even greater connectivity between the architectural components of this initiative.”

NEWTON BUILDING The Newton Building has a strong identity in the College’s history and its future in science education is of the utmost importance. In the 1930s, the science building was ahead of its time. The design features of such a distinctive building should be understood and retained as much as possible but the internal configuration of the building is no longer fit for purpose. The Science Department lacks a defined centre or heart. Although it is still used as per its designed function, the building feels congested and proves difficult to operate. The three buildings that make it up feel disconnected, with complicated level changes between them preventing step free access and not an effective use of space. These issues discourage co-curricular use or indeed visitors.

In the Newton Building, we will maintain the inherent quality and character of the building, while promoting a move toward a centre for science, a dramatic sequence of spaces designed to promote excitement and identity for the subject. We will create a radically different experience by redesigning those buildings involved. Improving the quality of the circulation spaces will provide a more dynamic learning environment, as well as addressing the sense of a department, that is lacking today. To integrate those buildings into their context and regenerate the wider area will ensure sustainability and longevity to stand the test of time.

The congested corridors and complex lecture theatres make way for a dramatic triple height Science Centre space, Within the centre of the Newton, a foyer opens to an adjacent garden room and connects to the exhibition space above via a bold new spiral stair. This overlapping of uses within space will serve to intensify the relationships between departments in a meaningful way.

“The Newton Building has a strong identity in the College’s history and its future in science education is of the utmost importance”.

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A triple height centre space in the Newton Building, provides a heart for the new Science Department.

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Repositioning Marlborough College as an academic pioneer at the forefront of this educational movement.

NEWTON BUILDING Two new entrances will bring people right into the heart of science, in an easy way, to strengthen the department’s identity within the campus. One will intentionally align with the newly refurbished Memorial Hall. The theatre building (designed by the same architect) can now benefit from this new Science Centre, which can act as an anteroom for performances there.

The construction of the Innovation Centre allows the subject of Design Technology to be removed from the existing footprint of the science complex, which will release valuable space. This, together with significant reconfiguration of the Newton Building will create a Science Department that is no larger than the current buildings, but infinitely more generous.

SOUTH BUILDING WEST ELEVATION

NORTH BUILDING EAST ELEVATION

A focus on innovation as a contemporary educational philosophy.

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NORTH BUILDING WEST ELEVATION

SOUTH BUILDING EAST ELEVATION

NORTH AND SOUTH BUILDINGS Whilst the North and South Buildings are more modest in their architectural quality than the Newton Building, their value lies in their high-quality laboratory spaces. We will reimagine the space outside the laboratories, as well as improving their visual expression in the context of the Newton Building and those that surrounding it.

By removing the unsightly tarmacadam that is currently commonplace around the science buildings, this newly defined external space becomes a pivotal part of the department.

LINK BUILDING As part of the important priority of providing step free access to the whole Department, we are creating a central circulation core which will provide access to split levels at first floor.

This new link building will be at the Department’s heart. It will perform an important functional role, whilst also creating an identifiable feature in the department.

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INNOVATION CENTRE

1,070m2 of new teaching space across two floors in this state-of-the-art Innovation Centre. The new state-of-the-art Innovation Centre will be completely tailored to its site and to the needs of the College. The Dancy Building was carefully positioned in geometric lines to both the Memorial Hall and the Mound. These imaginary lines continue through the centre of the Newton Building and on to the Innovation Centre. These highlevel positioning decisions will have an impact on how buildings are experienced. Situated at the outermost extent of the College’s development, the Innovation Centre will engage with the beautiful, natural landscape that extends along

the River Kennet, With a direct connection to the visitor car park, importantly it also enjoys an excellent relationship with the Science Department. Located approximately 60 seconds’ walk away, its position allows the building to serve its donor function in its early life, while creating an interdepartmental connection to it. Set on two floors and providing 1,070m2 of teaching space, the Innovation Centre will represent a threefold increase on the existing provision, arranged over a regular grid and constructed in robust materials – albeit with a beautiful exterior. The building also provides the maximum flexibility for its function.

In its first years, the Centre will include removable partitions to allow for its temporary use for Science Education. Its arrangement means it is infinitely sub-dividable. The ability to create rooms of 30m2, 60m2, 90m2,150m2 and 250m2 means that the everchanging functions of education can be accommodated, with no negative impact to the building itself. In this way, the new facility will be able to match the current provision of Design Technology and provide much more.

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INNOVATION CENTRE

Flexible spaces for individual and collaborative learning. It will be contemporary and bold: two barn forms are paired, then subtly shifted in response to the site. This shift opens the building up to pedestrians approaching from the North and South and creates the opportunity for exhibition spaces and dedicated rooms for use by collaborators. With its glass walls on the ground floor, we will connect the building with its environment and provide a bright, inspiring space that will encourage learning.

LANDSCAPING

A radically transformed landscape to inspire all those who teach at or visit Marlborough. The landscape character is of fundamental importance to the success of the project. Creating a new setting for the existing science buildings will significantly improve their perceived quality. 750m2 of tarmac will be turned into planting. A naturalised and densely planted garden for the science buildings will create connections to the high quality landscape found throughout the campus. We will also form a connection to the other landscapes surrounding The Mound, creating a more cohesive experience when walking through the site.

In the Innovation Centre, we are creating a building that not only engages directly with the natural landscape, but also defines the entry point to the developed area of the campus. This is a destination building that is designed to promote a unique and engaging environment with access to the natural walks that extend out into the woodland landscapes to the south-west.

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“This is a destination building that is designed to promote a unique and engaging environment with access to the natural walks that extend out into the woodland landscapes to the south-west.”

“The refurbished Newton Building will be framed with landscaping to accentuate the architectural elevations, connect the building components, and highlight the arterial walkways to and from the centre.”

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PHASING AND FINANCE

The design of a new collection of buildings would be sympathetic to the pragmatic phasing of their construction, rather than be compromised by it.

It is of fundamental importance to minimise disruption to teaching and the pupils’ learning experience at Marlborough during the construction and refurbishment projects. Indeed, this is a carefully considered plan and approach over many years. Alongside an analysis of the teaching timetable, it became clear that early consideration of the construction feasibility of the overall project was of great importance. Value and efficiency are a fundamental priority in the delivery of the project.

The project phases have been designed in a way to take all of this into account, delivering a complex project within a cost-effective budget.

“The broad principle is that the new Innovation Centre would match the current provision as well as providing the additional space the subject needs.”

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PHASING

Operationally, our aim is to create excellent teaching spaces that improve the standards across the College while mitigating any disruption to its core function. From early principle we set about planning a sequence of construction work that would maximise the value of resources expended while maintaining the highest standard of teaching space. The construction of an Innovation Centre allows the North Building to be closed and refurbished, with the Newton Building and South Building to follow. Once the Science Department is complete, the new building will then be available for use solely as the Innovation Centre. The refurbishment of Science involves bold and significant construction works that must take place during term time. In order to maintain the same accommodation, and to not compromise any one academic year, the construction of a new building will allow teaching space to be temporarily migrated from the existing Science buildings to allow construction work to progress. By designing the Innovation Centre to be as flexible as possible, it can serve a variety of functions in its lifetime. In practice, this new building plays a vital role in supporting the Science Department’s redevelopment. It also serves to create an intellectual link to the Science Department and encourages the departmental cross-pollination that will serve our pupils well. This pragmatic approach to the delivery of the project allows design to become an intrinsic part of how the school works and defines its character.

PHASE 1

The construction of the new Innovation Centre replaces the obsolete Kennet Building.

PHASE 2

The teaching spaces within the Newton Building migrate to the Innovation Centre to allow its refurbishment. On completion, the Newton Building will house the Chemistry Department.

PHASE 3

The North Building’s teaching spaces migrate to the Innovation Centre, including Design Technology to allow its refurbishment. On completion, the South Building’s teaching spaces migrate to the North.

PHASE 4

The South Building’s refurbishment is the last phase of building work and completes the overall vision for the Science Department.

“ We are attempting to optimise the real estate within this development initiative, creating a phasing programme within the refurb that allows for a seamless transition for both Science and Design Technology.”

FINANCE

In 2010, Council agreed an ambitious and far-reaching Development Master Plan. During the intervening years a significant capital sum has been invested into the modernisation of the campus and its buildings, including eight boarding houses; North Block; Museum Block; the Fitness Centre; the Athletics Pavilion; and of course, the Memorial Hall.

PHASING COSTS (GBP)

During this time, building costs have risen sharply and changes in VAT regulation have had a substantial impact on available funds. The Development Master Plan is being funded from the operational surplus and a 25-year bond of £25m to underwrite the school’s commitments.

North Building, South Building, and Landscaping £2.5m

The total budget for the Science, Technology and Innovation Centre project has been set at £15.5m and £10m is being provided by the College. We are seeking the support of our alumni, parents and friends to secure the remaining shortfall. We hope you share our vision and ambition for a Marlborough education.

Innovation Centre £4.0m Newton Building £ 9.0m

TOTAL: £15.5m

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Life-changing opportunities for our pupils and the local community.

“ We encourage you to play a part in delivering

a building project which will resonate for centuries to come but, possibly even more significantly, will initiate a vision for Marlborough which inspires our pupils to push the boundaries academically, will attract the very best teachers and will propel Marlborough to the forefront of the academic agenda.” Louise Moelwyn-Hughes, Master

If you have any questions regarding our plans please contact Jan Perrins, Development Director jperrins@marlboroughcollege.org +44 (0) 1672 892 439 Marlborough College SN8 1PA